中小学教师情绪工作研究
发布时间：2019-06-29 16:04
【摘要】： 情绪工作概念的提出与服务型经济社会的兴起有关,它是在人际情境中,工作者为完成组织交给的工作任务,对自己的情绪进行必要的心理调节加工,以表达出组织需要的特定情绪的过程。教师也是大量情绪工作者,在教育教学的师生互动情境中,教师为完成学校交给的教育教学任务,需要对自己的情绪进行必要的心理调节加工,以表达出适合教育教学活动的情绪。 情绪工作会带给劳动者正反两方面的结果,正面结果有助于组织目标的实现,有助于改善工作中的人际关系;若长期不能有效的管理自己的情绪,这时情绪工作就会影响个体的身心健康。在工作中,应尽量避免影响情绪工作的不利因素,发挥其积极影响。 本研究以中小学教师为被试,运用问卷调查法,采用中小学教师情绪工作问卷、移情问卷、工作投入问卷和中小学教师职业枯竭量表等研究工具,初步探讨了中小学教师情绪工作的特点、影响因素及其与中小学教师中普遍出现的工作倦怠间的关系。结果如下: (1)我国中小学教师在学校的教育教学活动中经常采用被动深度行为和主动深度行为,较少有教师采用表面行为,女教师较男教师更倾向于采用主动深度行为,农村教师比城市教师更容易采用主动深度行为;不同性别的中小学教师在移情能力上不存在显著性差异,但农村教师的移情水平显著高于城市,小学教师的移情水平显著高于中学教师;我国中小学教师的工作投入较高,且工作投入程度不受性别、教龄、学校属性等的影响;中小学教师的工作倦怠程度处于中等水平,在工作倦怠各维度中,情绪衰竭、去人性化和心智枯竭较低,而个人成就感较高。 (2)移情对深度行为(主动深度行为和被动深度行为)具有显著正向预测作用,移情水平越高的个体越倾向于采用深度行为。 (3)情绪工作与工作倦怠存在显著关联,其中表面行为对工作倦怠具有正向预测作用;此外,工作倦怠越严重的教师,越采用表面行为,而高、低工作倦怠组在主动深度行为和被动深度行为方面无显著性差异。 (4)工作投入对工作倦怠及其情绪衰竭和心智枯竭维度都具有负向预测作用,对个人成就感具有显著正向预测作用,对去人性化无显著预测作用。工作投入充当了表面行为与工作倦怠间的中介变量,还分别充当了表面行为与情绪衰竭、心智枯竭间的中介变量。 (5)工作投入与表面行为的交互作用可以显著地预测心智枯竭。当教师工作投入高时,表面行为对心智枯竭没有预测力,当工作投入度低时,表面行为能显著预测心智枯竭。工作投入与表面行为的交互作用效果明显大于与深度行为的交互作用效果。
[Abstract]:The concept of emotional work is related to the rise of service-oriented economy and society. it is a process in which workers carry out necessary psychological adjustment and processing of their emotions in order to express the specific emotions needed by the organization in order to complete the tasks assigned by the organization. Teachers are also a large number of emotional workers. In the context of teacher-student interaction in education and teaching, in order to complete the educational and teaching tasks given by the school, teachers need to carry out the necessary psychological adjustment and processing of their emotions in order to express the emotions suitable for educational and teaching activities. Emotional work will bring positive and negative results to workers, positive results will help to achieve organizational goals, help to improve interpersonal relationships at work; if you can not effectively manage your own emotions for a long time, emotional work will affect the physical and mental health of individuals. In the work, we should try our best to avoid the unfavorable factors that affect the emotional work and give full play to its positive influence. Taking primary and secondary school teachers as subjects, using questionnaire survey method, using primary and secondary school teachers' emotional work questionnaire, empathy questionnaire, work input questionnaire and primary and secondary school teachers' occupational exhaustion scale, this study preliminarily discusses the characteristics of primary and secondary school teachers' emotional work, influencing factors and the relationship between emotional work and job burnout in primary and secondary school teachers. The results are as follows: (1) Primary and secondary school teachers in China often adopt passive depth behavior and active depth behavior in school education and teaching activities, few teachers adopt superficial behavior, female teachers are more inclined to adopt active depth behavior than male teachers, and rural teachers are more likely to adopt active depth behavior than urban teachers; There is no significant difference in empathy ability between primary and secondary school teachers of different genders, but the empathy level of rural teachers is significantly higher than that of urban teachers, and the empathy level of primary and secondary school teachers is significantly higher than that of middle school teachers. The work investment of primary and secondary school teachers in our country is higher, and the degree of work investment is not affected by gender, teaching age, school attributes and so on. The degree of job burnout of primary and secondary school teachers is at the middle level. In the dimensions of job burnout, emotional exhaustion, dehumanization and mental exhaustion are low, while personal achievement is higher. (2) empathy has a significant positive predictive effect on depth behavior (active depth behavior and passive depth behavior). The higher the level of empathy, the more likely the individuals tend to adopt depth behavior. (3) there was a significant correlation between emotional job burnout and job burnout, in which superficial behavior had a positive predictive effect on job burnout, in addition, the more serious the job burnout, the more superficial behavior, but there was no significant difference in active and passive depth behavior between high and low job burnout groups. (4) Job input has a negative predictive effect on job burnout, emotional exhaustion and mental exhaustion, a significant positive predictive effect on personal achievement, and no significant predictive effect on dehumanization. Job engagement acts as an intermediary between superficial behavior and job burnout, as well as between superficial behavior and emotional exhaustion and mental exhaustion, respectively. (5) the interaction between work input and superficial behavior can significantly predict mental exhaustion. When the teacher's work input is high, the superficial behavior has no predictive power to mental exhaustion, and when the work input is low, the superficial behavior can significantly predict mental exhaustion. The interaction effect between work input and surface behavior is obviously greater than that with depth behavior.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G443
[Abstract]:The concept of emotional work is related to the rise of service-oriented economy and society. it is a process in which workers carry out necessary psychological adjustment and processing of their emotions in order to express the specific emotions needed by the organization in order to complete the tasks assigned by the organization. Teachers are also a large number of emotional workers. In the context of teacher-student interaction in education and teaching, in order to complete the educational and teaching tasks given by the school, teachers need to carry out the necessary psychological adjustment and processing of their emotions in order to express the emotions suitable for educational and teaching activities. Emotional work will bring positive and negative results to workers, positive results will help to achieve organizational goals, help to improve interpersonal relationships at work; if you can not effectively manage your own emotions for a long time, emotional work will affect the physical and mental health of individuals. In the work, we should try our best to avoid the unfavorable factors that affect the emotional work and give full play to its positive influence. Taking primary and secondary school teachers as subjects, using questionnaire survey method, using primary and secondary school teachers' emotional work questionnaire, empathy questionnaire, work input questionnaire and primary and secondary school teachers' occupational exhaustion scale, this study preliminarily discusses the characteristics of primary and secondary school teachers' emotional work, influencing factors and the relationship between emotional work and job burnout in primary and secondary school teachers. The results are as follows: (1) Primary and secondary school teachers in China often adopt passive depth behavior and active depth behavior in school education and teaching activities, few teachers adopt superficial behavior, female teachers are more inclined to adopt active depth behavior than male teachers, and rural teachers are more likely to adopt active depth behavior than urban teachers; There is no significant difference in empathy ability between primary and secondary school teachers of different genders, but the empathy level of rural teachers is significantly higher than that of urban teachers, and the empathy level of primary and secondary school teachers is significantly higher than that of middle school teachers. The work investment of primary and secondary school teachers in our country is higher, and the degree of work investment is not affected by gender, teaching age, school attributes and so on. The degree of job burnout of primary and secondary school teachers is at the middle level. In the dimensions of job burnout, emotional exhaustion, dehumanization and mental exhaustion are low, while personal achievement is higher. (2) empathy has a significant positive predictive effect on depth behavior (active depth behavior and passive depth behavior). The higher the level of empathy, the more likely the individuals tend to adopt depth behavior. (3) there was a significant correlation between emotional job burnout and job burnout, in which superficial behavior had a positive predictive effect on job burnout, in addition, the more serious the job burnout, the more superficial behavior, but there was no significant difference in active and passive depth behavior between high and low job burnout groups. (4) Job input has a negative predictive effect on job burnout, emotional exhaustion and mental exhaustion, a significant positive predictive effect on personal achievement, and no significant predictive effect on dehumanization. Job engagement acts as an intermediary between superficial behavior and job burnout, as well as between superficial behavior and emotional exhaustion and mental exhaustion, respectively. (5) the interaction between work input and superficial behavior can significantly predict mental exhaustion. When the teacher's work input is high, the superficial behavior has no predictive power to mental exhaustion, and when the work input is low, the superficial behavior can significantly predict mental exhaustion. The interaction effect between work input and surface behavior is obviously greater than that with depth behavior.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2008
【分类号】：G443
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